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008			011005s2002 ne b 001 0 eng
010			_a 2001096798
020			_a012064455X
035			_a(DLC) 2001096798
040			_aDLC _cDLC _dDLC
042			_apcc
050	0	0	_aLB1062.6 _b.I67 2002
082	0	0	_a370.15 ARO _221
245	0	0	_aImproving academic achievement : _bimpact of psychological factors on education / _cedited by Joshua Aronson.
260			_aAmsterdam ; _aBoston : _bAcademic Press, _cc2002.
300			_axxvii, 395 p. ; _c24 cm.
490	1		_aEducational psychology series
504			_aIncludes bibliographical references and index.
505			_aContributors. A.J. Elliott, Foreword. Preface. Acknowledgements. Part One: Introductory Chapter: F. Pajares and D.H. Schunk, Self and Self-Belief in Psychology and Education: A Historical Perspective. Part Two: Revisiting and Extending Classic Lessons: R. Rosenthal, The Pygmalion Effect and its Mediating Mechanisms. C.S. Dweck, Messages That Motivate: How Praise Molds Students' Beliefs, Motivation, and Perfrmance (In Surprising Ways). E.L. Deci and R.M. Ryan, The Paradox of Achievement: The Harder you Push, the Worse it Gets. T.D. Wilson, M. Damiani, and N. Shelton, Improving the Academic Performance of College Students with Brief Attributional Interventions. F. Rhodewalt and M.W. Tragakis, Self-Handicapping and School: On Academic Self-Concept and Self-Protective Behavior. M.R. Lepper and M. Woolverton, The Wisdom of Practice: Lessons Learned from the Study of Highly Effective Tutors. A. Wigfield and J.S. Eccles, Students' Motivation During the Middle School years. P.J. Gaskill and A.W. Hoy, Self-Efficacy and Self-Regulated Learning: The Dynamic Duo in School Performance. E. Aronson, Building Empathy, Compassion and Achievement in the Jigsaw Classroom. R.J. Sternberg, Intelligence is not Just Inside the Head: The Theory of Successful Intelligence. Part Three: Current Lessons: D.A. Pizarro and P. Salovey, Being and Becoming a Good Person: The Role of Emotional Intelligence in Moral Development and Behavior. F.H. Rauscher, Mozart and the Mind: Factual and Fictional Effects of Musical Enrichment. J. Aronson, Stereotype Threat: Contending and Coping with Unnerving Expectations. G.L. Cohen and C.M. Steele, A Barrier of Mistrust: How Negative Stereotypes Affect Cross-Race Mentoring. A.R. Pratkanis, M.E. Turner, and S.B. Malos, Towards a Resolution of an American Tension: Some Applications of the Helping Model of Affirmative Action in Schooling. A.W. Harrist and K.D. Bradley, Social Exclusion in the Classroom: Teachers and Students as Agents of Change. Index.
650		0	_aAcademic achievement _xPsychological aspects.
650		0	_aEducational psychology.
700	1		_aAronson, Joshua.
830		0	_aEducational psychology.
856	4	2	_3Publisher description _uhttp://www.loc.gov/catdir/description/els031/2001096798.html
856	4	1	_3Table of contents _uhttp://www.loc.gov/catdir/toc/els031/2001096798.html
906			_a7 _bcbc _corignew _d2 _eepcn _f20 _gy-gencatlg
942			_2ddc _cRFT